Aslaug Fodstad Gourvennec

University of Stavanger (UiS) · National Center for Reading Education and Research

Having two teachers work collaboratively in the same class has been suggested as a possible solution to several instructional challenges, including the inclusion of students with special needs in mainstream classrooms and as part of school-wide prevention models to increase student achievement. In this, shared responsibility between teachers is reg...

Co‐teaching offers a unique opportunity space for literacy instruction; however, this opportunity is rarely optimized and the result on students' literacy growth is often unimpressive. We propose that co‐teaching is only a structural intervention, but it can become a powerful pedagogical intervention if teachers approach co‐teaching as an opportuni...

Co-taught classrooms offer increased opportunities for differentiated, engaging and effective instruction. However, the inclusion of another professional in the classroom may collide with teachers’ taken-forgranted perspectives on what a teacher, a student, literacy activities or a classroom in early literacy instruction are or should be. Aiming to...

In 2021, the L1 journal celebrates its 20 th anniversary. The editors take this occasion to have a look back to its development and the development of the L1 education research community behind it, and to reflect on prospects for the future. External scholars commented on the paper, and their comments have been published along with it (see Green 20...

This study aims to shed light on the cultural models of literature and literature education reflected in Nordic L1 curricula by investigating how literature is given discursive significance in the Danish, Finnish, Norwegian and Swedish L1 curricula for lower secondary school, both within and across those four countries. Education in the Nordic coun...

Abstract This article examines how teachers talk about the use of digital tools in their practice, and what kind of teacher identities that are expressed in their utterances. The results show that the teachers understand the use of the pc both as an opportunity to adopt new tools, enter new rooms and realise the potential of new dialogic opportunit...

Abstract This article provides an overview of the students’ use of their PCs in Fjord municipality, two years after the introduction of a one-to-one laptop program. The article is based on observations of five classrooms through a digital week. We explore how much the PC is used and how across different subjects and activities. Finally, we discuss...

Sammendrag Siden begynnelsen av 2000-tallet har det vaert et utdanningspolitisk ønske i Norge om å kvalitetsvurdere opplaeringen i skolen, og det er i den forbindelse innført obligatoriske kartleggingsprøver og nasjonale prøver. Vi vet at laerere er usikre på oppfølgingen av prøveresultatene. Som et ledd i å styrke underveisvurderingen, har Utdanni...

Gender differences in reading skills and motivation for reading are widely discussed in research as well as in the public sphere. In this article we take a closer look at the strongest and poorest readers among girls and boys in PIRLS 2016. We investigate reading achievement, experiences of literacy teaching, reading habits and preferences as w...

The dissertation "Det rister litt i hjernen". En studie av møtet mellom høytpresterende elever i videregående skole og litteraturfaglig praksis [“My Brain Is Rattling”. A Study of the Dialogue Between High-Ahieving Upper Secondary Students and Literary Practice] is catalysed by an interest for how participants in a literary practice on different de...

The discussion and revision of the Norwegian school’s role and mission for the future (NOU 2015:8) draws attention to the ever ongoing negotiation between tradition and trends in the disciplines. This article seeks to contribute to knowledge on central aspects of literature education within the subject of Norwegian in upper secondary school, by stu...

Sammendrag Artikkelen søker å bidra til kunnskap om utvikling av fagspesifikk ferdighetsutøvelse, nærmere bestemt om litterær faglighet slik den kommer til uttrykk i meningsskapingen i møtet mellom leser/e og tekst. Slik kunnskap er en forutsetning for å svare på grunnleggende ideer både i Kunnskapsløftet og i Fremtidens skole (NOU2015:8). Artikke...